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The birth of a new child usually brings jubilation to the parents. After all of the initial celebrations have ended, and the parents bring the infant home, this is when the child’s development begins. Even before the celebrations begin, the child’s development begins at the fetal stage (Boyd, Johnson, & Bee, 2009). Bronfenbrenner’s Systems theory describes how external environments and individuals affect the development of a child (Boyd, Johnson, & Bee, 2009). The relationships are interconnected among all individuals and their environments (Boyd, Johnson, & Bee, 2009). These environments are referred to as spheres. Bronfenbrenner classified the spheres; starting from the outside as the macrosystem, exosystem, mesosystem, and microsystem (Boyd, Johnson, & Bee, 2009). To illustrate the use of this theory, I will provide examples of past experience and present examples for each sphere.
Macrosystem
The macrosystems’ policies and beliefs are based on a sociological context that affects society as a whole (Boyd, Johnson, & Bee, 2009). This would include cultural norms, customs and policies that are passed on by organizations; such as educational institutions and governments (Sontag, 1996). In the past, I was taught the Canadian Charter of Rights and Freedoms in elementary school. This would be the constitutional rights of any Canadian citizen; such as the freedom of expression, freedom of the press and the right to mobility (Government of Canada, 2011). As Canadian citizens, we were taught early in childhood, that we had fundamental freedoms to express our views publicly without any reprisal at the macrosystem level; schools are told by governments what to teach to the students (Sontag, 1996). Presently, there are new la...
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...my personal experiences as a child and how it relates to Bronfenbrenner’s Bioecological System’s Theory.
Works Cited
Boyd, D., Johnson, P., & Bee, H. (2009). Lifespan development (4th Canadian Edition ed.). Toronto: Pearson.
Government of Canada. (2011, May 26). Canadian Charter of Rights and Freedoms. Retrieved May 30, 2011, from Government of Canada Department of Justice: http://laws-lois.justice.gc.ca/eng/Charter/page-1.html#anchorbo-ga:l_I-gb:s_2
Sontag, J. C. (1996). Toward a comprehensive theoretical framework for disability research: Bronfenbrenner revisited. The Journal of Special Education , 30 (3), 319-344.
Swick, K. J., & Williams, R. D. (2006). An analysis of Bronfenbrenner's bio-ecological perspective for early childhood educators: implications for working with families experiencing stress. Early Childhood Education Journal , 33 (5), 371-378.
Canadian Charter of Rights and Freedoms, s 7, Part I of the Constitution Act, 1982, being Schedule B to the Canada Act 1982 (UK), 1982, c 11. Web.
The Charter of Rights and Freedoms is the strong foundation for the diverse country of Canada. They uphold various beliefs and values Canadians may have. Under the constitution in 1982, the CRF (Charter of Rights and Freedoms) was entrenched by then Prime Minister Trudeau. The CRF has 4 rights; Equality, legal, democratic and mobility, there is also 4 freedoms; of Conscience and Religion, of thought, belief, expression and media, of peaceful assembly, and Association. If people feel that their right and/or freedom has been violated, they can go to court by using a “Charter Challenge. ” A charter challenge is when something inequitable or unfair has been done, the citizen can pursue the court case stating that something violated their rights and/or freedoms. All the rights and freedoms help
"Canadian Charter of Rights and Freedoms." Canadian Charter of Rights and Freedoms. 2nd ed. 1982. N. pag. Print.
MacDonnell, Vanessa A. "The Protective Function And Section 7 Of The Canadian Charter Of Rights And Freedoms." Review Of Constitutional Studies 17.1 (2012): 53-85. Academic Search Complete. Web. 16 Nov. 2013.
Canadian Charter of Rights and Freedoms, s 2, Part I of the Constitution Act, 1982, being Schedule B to the Canada Act 1982 (UK), 1982, c 11.
The Canadian Charter of Rights and Freedoms was signed into law by Queen Elizabeth II April 17, 1982. Often referred to as the Charter, it affirms the rights and freedoms of Canadians in the Constitution of Canada. The Charter encompasses fundamental freedoms, democratic rights, mobility rights, legal rights, language rights and equality rights. The primary function of the Charter is to act as a regulatory check between Federal, Provincial and Territorial governments and the Canadian people. Being a successor of the Canadian Bill of Rights that was a federal statute, amendable by Parliament, the Charter is a more detailed and explicit constitutional document that has empowered the judiciary to render regulations and statutes at both the federal and provincial levels of government unconstitutional. Although the rights and freedoms of Canadians are guaranteed, Sections one and seven of the Charter permit the federal and provincial governments to limit the rights and freedoms enjoyed by Canadians. Section one of the Charter designated ‘Rights and freedoms in Canada’ states “The Canadian Charter of Rights and Freedoms guarantees the rights and freedoms set out in it subject only to such reasonable limits prescribed by law as can be demonstrably justified in a free and democratic society.” This section is frequently referred to and better known as the reasonable limits clause. The second rights and freedoms limiting section of the Charter, known as the ‘notwithstanding clause’ is Section thirty-three entitled ‘Exception where express declaration’ declares
Harris, Sara, and Laura E. Berk. Instructor's Resource Manual for Berk Exploring Lifespan Development, Second Edition. 2nd ed. Illinois: Allyn & Bacon, 2011. Print.
Exploring Lifespan Development (2nd ed.). Boston, MA: Allyn & Bacon. Levy-Hinte, J. & Sons, J. London, M. (Producer), & Hardwicke, C. (Director). (2003). The 'Secondary' of the 'Secondary'.
Bronfenbrenner theorised that there are many different influences that affect a child’s development, forming 5 systems to categorise certain events, or environments into. This theory helps me to understand the theme of Nature Vs Nurture, as it gives some context as to what environments can affect a child's development. From this, we can work out solutions for each child's situation, to ensure that their development is still progressing.
The Canadian Charter of Rights and Freedoms was enacted under the Pierre Trudeau government on April 17, 1982. According to Phillip Bryden, “With the entrenchment of the Charter into the Canadian Constitution, Canadians were not only given an explicit definition of their rights, but the courts were empowered to rule on the constitutionality of government legislation” (101). Prior to 1982, Canada’s central constitutional document was the British North America Act of 1867. According to Kallen, “The BNA Act (the Constitution Act, 1867) makes no explicit reference to human rights” (240). The adoption of the Charter of Rights and Freedoms significantly transformed the operation of Canada’s political system. Presently, Canadians define their needs and complaints in human rights terms. Bryden states, “More and more, interest groups and minorities are turning to the courts, rather than the usual political processes, to make their grievances heard” (101). Since it’s inception in 1982 the Charter has become a very debatable issue. A strong support for the Charter remains, but there also has been much criticism toward the Charter. Academic critics of the Charter such as Robert Martin believe that the Charter is doing more harm than good, and is essentially antidemocratic and UN-Canadian. I believe that Parliament’s involvement in implementing the Charter is antidemocratic, although, the Charter itself represents a democratic document. Parliament’s involvement in implementing the Charter is antidemocratic because the power of the executive is enhanced at the expense of Parliament, and the power of the judiciary is enhanced at the expense of elected officials, although, the notwithstanding clause continues to provide Parliament with a check on...
Berk, L. (2010). Development Through the Lifespan (5th ed.). (J. Mosher, Ed.) Boston, Massachusetts: Allyn & Bacon.
Feldman, R. S. (2014). Development across the lifespan. (7th ed.). Upper Saddle River: Pearson Education.
Bronfenbrenner’s ecological theory will be applied throughout this essay to delve into the reasoning behind particular behavioural issues. According to Bronfenbrenner’s ecological theory, an individual has multiple environments known as their ecological systems (Bronfenbrenner, 1994). Bronfenbrenner (1994) suggests that a developing child is influenced by the relationships surrounding them and the best way to understand a child’s behaviour is to look at the numerous aspects of the child’s environment and how they interact with each other. The relationships and environments that the child interacts with have been separated into layers known as the microsystem, mesosystem, exosystem, macrosystem and the overarching chronosystem (Bronfenbrenner, 1994). The microsystem is the environment where the child has direct face-to-face relationships such as at home, day care and school (Bronfenbrenner, 1994). The relationships formed within the microsystem directly impact the development of a child (Bronfenbrenner, 1994). It is through the processes of repeated interactions with people, objects and symbols that the human develops (Bronfenbrenner, 1994). The second layer in the ecological model is the mesosystem, which is the interaction between two of the microsystems such as the relationship between a parent and a teacher (Bronfenbrenner, 1994). The exosystem is an external environment, with which the
The Bronfenbrenner’s Ecological Theory focuses on how ones environment can affect a person’s development. It focuses on 5 main areas namely the Microsystem, Mesosystem, Exosystem, Macrosystem and Chronosystem (Bronfenbrenner, 1977, p. 514-515). Each system represents the setting in which they live in and how these people affect their growth. In this particular case study, Andy’s main influence is from the Microsystem and Mesosystem.